Network Analysis of Students' Representation Use in Mechanics and E\&M

In this study, we analyzed the representational tools that students in the Modeling Instruction – Introductory E\&M (MI–E\&M) course use on introductory physics problems. Representational competence is a critical skill needed for students to develop and communicate a sophisticated understanding of science topics, particularly in physics where multiple representations are often used within a single problem. The Modeling Instruction curriculum highlights representation development as a part of the modeling process, making the MI-E\&M course a rich context to collect data. In the Spring 2015 and Spring 2016 semesters, over 150 students total (from 3 sections of MI–E\&M) were given a survey of 25 physics problem statements both pre- and post- instruction, covering both Newtonian Mechanics and Electricity and Magnetism (E\&M), and asked which representations they would use in that given situation. Using network analysis, we compare how students use representations in Mechanics and E\&M contexts.